1500 words Assessment Two: Portfolio TCHR3004

Posted: September 16th, 2024

TCHR3004 LEADERSHIP AND ADVOCACY IN EARLY CHILDHOOD
Assessment Two: Portfolio
Assessment Brief
Assessment name: Portfolio (Week 6)
Weighting: 50% of final grade
Length: 1500 words (10% leeway above and below)

Unit Learning Outcomes
You will demonstrate the following Unit Learning Outcomes on the successful completion of this task:

Demonstrate knowledge of the key principles of leadership and management in practice in early childhood education and care services and settings underpinned by theoretical and practical perspectives on administration, management, and leadership.
Demonstrate an understanding of how to build supportive and collaborative environments for children, parents, community, and staff.
Critically reflect on the role that advocacy plays in early childhood education (locally, nationally, and internationally) and identify the skills that a strong advocate for the ECEC profession should display.
Critically analyze and understand the role of the educational leader: including relationships, responsibilities, expectations, ethical practice, and transition to an educational leader.
Task Description:
Three interviews with educational leaders in ECEC have been provided under the assignment 2 information link. Choose ONE interview with an educational leader and prepare a critical review of the role, responsibilities, and challenges of the early childhood educational leader. The information collected from the interview is to be analyzed to describe the educational leader’s position with respect to:

key roles and responsibilities of the educational leader
the leadership style, and link this to early childhood leadership theory
Discuss the challenges faced by the early childhood educational leader with respect to leadership style, processes, and practices employed; provide examples in practice. Present and discuss measures the educational leader takes to advocate for children’s learning and development. Critically review what quality means in terms of the leadership role regarding educational outcomes for children; provide examples in practice.

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The Pivotal Role of the Educational Leader in Early Childhood Education and Care
The role of an educational leader in early childhood education and care (ECEC) settings is critical in fostering a high-quality learning environment for young children. This paper examines the key roles and responsibilities of an educational leader, drawing upon an interview with Samantha, an experienced educational leader at a community kindergarten. The analysis will delve into her leadership style, connecting it to relevant early childhood leadership theory. Furthermore, the discussion will encompass the challenges she encounters, the measures she employs to advocate for children’s learning, and how her leadership contributes to quality educational outcomes for children.

Roles and Responsibilities of the Educational Leader
Samantha’s role extends beyond administrative tasks, focusing on pedagogical leadership and fostering a culture of continuous improvement. She acts as a bridge between pedagogical theory and practice, ensuring families and the community understand the educational value in children’s play. This aligns with the National Quality Standard (NQS) (ACECQA, 2020), which emphasizes the importance of collaborative relationships with families and communities to support children’s learning and well-being.

As part of the educational leadership team, Samantha engages in regular reflective discussions, focusing on program evaluation, individual children’s needs, and strategies for enhancement. This collaborative approach, emphasizing shared responsibility and decision-making, aligns with the principles of distributed leadership (Rodd, 2018).

Furthermore, Samantha’s role involves mentoring and coaching her colleagues, providing constructive feedback based on observations and fostering a culture of professional growth. This approach aligns with the concept of transformational leadership, where leaders inspire and empower their team members to reach their full potential (Rodd, 2021).

Leadership Style and its Theoretical Underpinnings
Samantha’s leadership style can be characterized as collaborative and distributed. She emphasizes strong relationships, shared decision-making, and a collective commitment to providing a high-quality educational program. This approach resonates with the principles of transformational leadership, which emphasizes shared vision, collaboration, and individual empowerment (Rodd, 2018).

This leadership style is evident in the center’s practices. For example, when undertaking a new garden project, Samantha empowered a colleague with expertise in gardening and indigenous connections to lead the initiative. This demonstrates her trust in her team’s capabilities and her commitment to fostering distributed leadership.

Moreover, the center’s emphasis on continuous improvement through research, professional development, and reflective practices aligns with the principles of learning organizations (Fullan, 2020). By fostering a culture of inquiry and collaboration, Samantha encourages her team to stay abreast of current research and implement evidence-based practices.

Challenges and Advocacy in Educational Leadership
Despite the rewards of her role, Samantha acknowledges challenges, particularly regarding differing viewpoints on early childhood education. She encounters resistance from some families and school teachers who advocate for practices misaligned with the center’s philosophy, such as a strict phonics-based approach to literacy. This highlights the ongoing debate surrounding developmentally appropriate practices in early childhood education (Arthur, Beecher, Death, Docket, & Farmer, 2018).

To address these challenges, Samantha emphasizes the importance of clear communication, a strong shared vision, and a commitment to evidence-based practices. The center proactively addresses potential conflicts by developing a comprehensive understanding of their philosophy, values, and the research supporting their practices. This proactive approach enables them to engage in constructive dialogue with stakeholders and advocate for practices that align with children’s developmental needs and contemporary understandings of early childhood pedagogy.

Quality Practice and Educational Outcomes
Samantha’s leadership significantly influences the quality of the educational program and, consequently, children’s learning outcomes. By prioritizing a collaborative and reflective approach, she has fostered a culture of continuous improvement, resulting in a more advanced and child-centered curriculum.

One notable example is the implementation of a comprehensive assessment system. This shift from informal observation to a more structured approach allows educators to gain deeper insights into children’s learning progressions, identify individual needs, and tailor their teaching accordingly. This aligns with the Early Years Learning Framework (EYLF V2.0) (Australian Government Department of Education, Employment and Workplace Relations, 2023), which emphasizes the importance of ongoing assessment for planning, documenting, and improving educational programs.

Furthermore, Samantha’s leadership has strengthened community connections, enabling the center to access additional support for children when needed. This holistic approach, encompassing both internal practices and external partnerships, contributes to a comprehensive and effective learning environment for all children.

Conclusion
In conclusion, the role of an educational leader, as exemplified by Samantha’s experiences, is paramount in shaping high-quality ECEC settings. By embracing a collaborative and distributed leadership style, fostering a culture of continuous improvement, and advocating for developmentally appropriate practices, educational leaders play a crucial role in ensuring that all children have access to enriching and meaningful learning experiences.

References

Arthur, L., Beecher, B., Death, E., Docket, S., & Farmer, S. (2018). Programming and planning in early childhood settings (7th ed.). Cengage Learning Australia.
Australian Children’s Education & Care Quality Authority (ACECQA). (2020). Guide to the National Quality Framework. https://www.acecqa.gov.au/nqf/resources/guide-to-the-national-quality-framework
Australian Government Department of Education, Employment and Workplace Relations. (2023). Belonging, Being & Becoming: The Early Years Learning Framework (EYLF V2.0). https://www.acecqa.gov.au/early-years-learning-framework
Fullan, M. (2020). Leading in a culture of change. Jossey-Bass.
Rodd, J. (2018). Leadership in early childhood (4th ed.). Oxford University Press.
Rodd, J. (2021). Understanding leadership in early childhood (2nd ed.). Oxford University Press.

Rationale:
As an early childhood educator, it is important you have an understanding of leadership and your role as a leader. It is also helpful to have a good understanding of interview expectations for the role of the educational leader.

Referencing:
APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU Libguide here: APA 7 Referencing. A minimum of 10 references must be included in this assessment task, including the set text, National Quality Standard, and the Early Years Learning Framework (V2.0).

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